Test Fairness: A Comment on Fairness in Statistical Analysis

Myers, Charles T.

doi:10.1002/j.2333-8504.1975.tb01051.x

Cited by 5 publications

(5 citation statements)

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“…Work described in the third section on the integrations of measurement and correlational concepts and their consequent applications, is especially relevant to the operational work of psychometricians on ETS testing programs. Various integrations and applications are used when psychometricians assess a testing program's alternate test forms with respect to their measurement and prediction properties, equate alternate test forms (Angoff 1971;Kolen and Brennan 2004), and employ adaptations of Cleary's (1966b) test bias 2 approach to evaluate the invariance of test equating functions (Dorans and Holland 2000;Myers 1975). Other applications are used to help testing programs face increasing demand for changes that might be supported with psychometric methods based on the fundamental measurement and regression issues about test scores covered in this chapter.…”

Section: Discussionmentioning

confidence: 99%

Psychometric Contributions: Focus on Test Scores

Moses¹

2017

Methodology of Educational Measurement and Assessment

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Section: Discussionmentioning

confidence: 99%

Psychometric Contributions: Focus on Test Scores

Moses¹

2017

Methodology of Educational Measurement and Assessment

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“…Work described in the third section on the integrations of measurement and correlational concepts and their consequent applications, is especially relevant to the operational work of psychometricians on ETS testing programs. Various integrations and applications are used when psychometricians assess a testing program's alternate test forms with respect to their measurement and prediction properties, equate alternate test forms (Angoff, 1971;Kolen & Brennan, 2004), and employ adaptations of Cleary's (1966) test bias 2 approach to evaluate the invariance of test equating functions (Dorans & Holland, 2000;Myers, 1975). Other applications are used to help testing programs face increasing demand for changes that might be supported with psychometric methods based on the fundamental measurement and regression issues about test scores covered in this report.…”

Section: Discussionmentioning

confidence: 99%

Ets Psychometric Contributions: Focus on Test Scores

Moses

2013

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS R&D Scientific and Policy Contributions series, undergo a formal peerreview process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS R&D Scientific and Policy Contributions series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of ETS. In 2010, we began to synthesize these scientific and policy contributions, with the intention to release a series of reports sequentially over the course of the next few years. These reports constitute the ETS R&D Scientific and Policy Contributions Series.In the sixth report in the series, Tim Moses examines the contributions to the psychometric study of test scores made by Educational Testing in the past 60 years since the founding of the organization. These contributions can be roughly organized into three areas. The first area, the measurement properties of tests and developments of classical test theory, covers ETS contributions that provide culminating and progressively more rigorous formalizations of classical test theory. These contributions and others by ETS researchers in this area have led to improvements in the psychometric (measurement) quality of tests. The second area is the use of tests as predictors in correlational and regression relationships. ETS contributions in this area have helped to define appropriate and valid uses for tests. The third area is the integration and application of measurement theories and correlational and regression analyses to address testscore issues, which is relevant to operational work on testing programs.This report complements two other upcoming reports on psychometrics in the ETS R&D Scientific and Policy Contributions series, one of which by Neil Dorans will focus on fairness and another by James Carlson that will focus on items.

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“…In the 1970s, a concerted effort was made by many researchers to develop models of fairness that would make it possible to identify and remove (or at least ameliorate) group inequities in score-based decision procedures, and ETS researchers were heavily involved in these efforts (Linn 1973(Linn , 1984Linn and Werts 1971;Myers 1975;Petersen and Novick 1976). These efforts raised substantive questions about what we might mean by fairness in selection, but by the early 1980s, interest in this line of research had declined for several reasons.…”

Section: Adverse Impact and Differential Predictionmentioning

confidence: 99%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

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Educational Testing Service (ETS) was founded with a dual mission: to provide high-quality testing programs that would enhance educational decisions and to improve the theory and practice of testing in education through research and development (Bennett 2005; Educational Testing Service 1992). Since its inception in 1947, ETS has consistently evaluated its testing programs to help ensure that they meet high standards of technical and operational quality, and where new theory and new methods were called for, ETS researchers made major contributions to the conceptual frameworks and methodology.This chapter reviews ETS's contributions to validity theory and practice at various levels of generality, including overarching frameworks (Messick 1988(Messick , 1989, more targeted models for issues such as fairness, and particular analytic methodologies (e.g., reliability, equating, differential item functioning). The emphasis will be on contributions to the theory of validity and, secondarily, on the practice of validation rather than on specific methodologies. Validity TheoryGeneral conceptions of validity grew out of basic concerns about the accuracy of score meanings and the appropriateness of score uses (Kelley 1927), and they have necessarily evolved over time as test score uses have expanded, as proposed interpretations have been extended and refined, and as the methodology of testing has become more sophisticated.

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Test Fairness: A Comment on Fairness in Statistical Analysis

Abstract: An argument is presented to suggest that the analysis of covariance may in some circumstances be an unfair method to use in the study of the question of test fairness. As an alternative, the use of equipercentile methods or equivalent linear methods may be preferred in these circumstances.

Cited by 5 publications

References 4 publications

Psychometric Contributions: Focus on Test Scores

Psychometric Contributions: Focus on Test Scores

Ets Psychometric Contributions: Focus on Test Scores

Research on Validity Theory and Practice at ETS

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